Speed and Performance on College Course Examinations

1991 ◽  
Vol 73 (3_suppl) ◽  
pp. 1090-1090 ◽  
Author(s):  
David Lester
Keyword(s):  
Multiple Choice ◽  
Abnormal Psychology ◽  
College Course ◽  
And Performance

In two undergraduate courses ( ns of 41 and 30), no association was found between speed and performance on a multiple-choice examination in abnormal psychology.

A review of relationships between item sequence and performance on multiple-choice exams.

2017 ◽  
Vol 3 (1) ◽  
pp. 58-75 ◽  
Author(s):  
Kendall B. Hauck ◽  
Maya A. Mingo ◽  
Robert L. Williams
Keyword(s):  
Multiple Choice ◽  
And Performance

Taking Psych 101: A View from the Back of the Room

1988 ◽  
Vol 15 (2) ◽  
pp. 101-103 ◽  
Author(s):  
Linda L. Johnson
Keyword(s):  
Study Skills ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
First Year ◽  
Single Source ◽  
Multiple Choice Tests ◽  
First Year College ◽  
College Course ◽  
Choice Tests ◽  
Main Ideas

Hoping to refresh my memory on how students might study for a first-year college course, I took introductory psychology. I found that certain study skills, such as identifying main ideas and using the SQ3R system, were of little benefit. Information from a single source, either the textbook or the lectures, was often insufficient for adequate comprehension. With only the vaguest understanding of important concepts, it was possible to perform well on multiple-choice tests. Based on my experience in this course, I offer some suggestions for helping students to learn introductory psychology.

scholarly journals Self-Regulated Studying Behavior, and the Social Norms that Influence It

2018 ◽  
Author(s):  
Julie Eyink ◽  
Benjamin Motz ◽  
Gordon Heltzel ◽  
Torrin Liddell
Keyword(s):  
Learning Outcomes ◽  
Learning Goals ◽  
Social Approval ◽  
Injunctive Norms ◽  
Descriptive Norms ◽  
The Social ◽  
College Course ◽  
Improved Performance ◽  
And Performance ◽  
Influence Behavior

Teachers use injunctive norms when telling students what they should be doing. But researchers find that sometimes descriptive norms, information about what others are doing, more powerfully influence behavior. Currently, we examine which norm is more effective at increasing self-regulated studying and performance in an online college course. We found injunctive norms increased study behaviors aimed at fulfilling course requirements (completion of assigned activities), but did not improve learning outcomes. Descriptive norms increased behaviors aimed at improving knowledge (ungraded practice with activities after they were due), and improved performance. These results imply norms have a stronger influence over behavior when there is a match between the goal of the behavior (fulfilling course requirements vs. learning goals) and the pull of a stated norm (social approval vs. efficacy). Because the goal of education is learning, this suggests descriptive norms have a greater value for motivating self-regulated study in authentic learning environments.

Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams

2006 ◽  
Vol 15 (3) ◽  
pp. 170-180 ◽  
Author(s):  
Briana Hautau ◽  
Haley C. Turner ◽  
Erin Carroll ◽  
Kathryn Jaspers ◽  
Katy Krohn ◽  
...  
Keyword(s):  
Multiple Choice ◽  
And Performance ◽  
Daily Writing

scholarly journals Metacognitive Assessment Model for Student Project-Based Learning through the Blended Learning Practice MOOCs

2021 ◽  
Author(s):  
Ridwan Daud Mahande ◽  
Fitrah Asma Darmawan ◽  
Jasruddin Daud Malago
Keyword(s):  
General Education ◽  
Blended Learning ◽  
Vocational Education ◽  
Multiple Choice ◽  
Assessment Method ◽  
Project Based Learning ◽  
Skill Assessment ◽  
Learning Assessments ◽  
And Performance ◽  
Metacognitive Assessment

Online or blended learning assessments through LMS-MOOCs carried out in the world of education today tend to be multiple-choice assessments that are only based on low-level cognitive. In fact, to measure the metacognitive of students is quite difficult, if only using the form of multiple choice questions. Therefore, it takes the form of questions and assessments that allow students to explore their reflective and metacognitive thinking according to the characteristics of the education they are attending. Vocational education tends to apply a project-based learning (PjBL) model that requires authentic and performance-based learning assessment methods. Therefore, it is necessary to develop an appropriate blended metacognitive skill assessment rubric instrument for vocational education. Metacognitive assessment was developed using research and development procedures, with students as subjects in vocational education in Makassar, Indonesia. The integration between elements of metacognitive skills: planning, monitoring, and evaluation with self-peer-teacher assessment can be an assessment method to measure students’ metacognitive thinking skills in PjBL. Especially metacognitive assessment through blended learning practice MOOCs that are in accordance with the characteristics of vocational education and can be adopted by general education.

scholarly journals Multiple Choice Examinations: Their Predictive Value in the Preliminary Test and the Membership Examination

1978 ◽  
Vol 2 (06) ◽  
pp. 101-103 ◽  
Author(s):  
Christine Hassall ◽  
W. H. Trethowan
Keyword(s):  
Predictive Value ◽  
Multiple Choice ◽  
Preliminary Test ◽  
Pass Rates ◽  
Multiple Choice Questionnaire ◽  
And Performance ◽  
First Time ◽  
The Relationship

Earlier analyses (Hassall and Trethowan, 1974, 1976) have examined the pass rates in the Preliminary Test and Membership Examinations in relation to the characteristics of the candidates and after separating those sitting for the first time and those re-sitting. This paper explores the relationship between performance in the Multiple Choice Questionnaire (MCQ) and performance in the examination as a whole, though without distinguishing between candidates making first and those making later attempts.

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